Download Agenda

1
CURRICULUM/GEN ED COMMITTEE
a standing committee of the Education Advisory Committee
Agenda
May 6, 2009
Sylvania CC, Conference Rm B
Information Items from the Curriculum Office:
(These items do not require curriculum committee recommendation)
Experimental Courses:
TA 199A – Introduction to Stage Combat
TA 199B – Introduction to Readers Theatre
TA 199C – Mask and Movement for Actors
TA 299 – Sex, Violence, and Popcorn
ART 299C – Art and Social Practice
ART 199L – Photographic Lighting
ART 299A – Mold Making
CJA 299B – Fish and Wildlife Enforcement
CJA 299C – Effective Police Encounters
RAD 299C – CT Clinical Education I
RAD 299D – CT Clinical Education II
RAD 299E – CT Clinical Education III
Inactivations:
See attached list on pg.4
Old Business:
245. AD 101 – Alcohol Use and Addiction
Course Revision – Outcomes
400. LA 130 – Legal Software
Contact/Credit Hour Change
411. MUS 101 – Introduction to Music (Basic Materials)
New Course
415. EET 111 – Electric Circuit Analysis I
Course Revision – Requisites
421. HST 201- History of the U.S. I
Course Revision - Outcomes
422. HST 202 - History of the U.S. II
Course Revision - Outcomes
2
423. HST 203 – HST 203 History of the U.S. III
Course Revision - Outcomes
424. HST 271 – History of Central America and the Caribbean
New Course
New Business:
433. WR 185 – English Language: Theory & Practice
Course Revision – Outcomes
434. WR 185 – English Language: Theory & Practice
Contact/Credit Hour Change
435. NRS 110 – Foundations of Nursing-Health Promotion
Course Revision – Description, Outcomes
436. NRS 111 – Foundations of Nursing in Chronic Illness I
Course Revision – Description, Outcomes
437. NRS 112 – Foundations of Nursing in Acute Care I
Course Revision – Requisites, Outcomes
438. NRS 230 – Clinical Pharmacology I
Course Revision – Description, Outcomes
439. NRS 231 – Clinical Pharmacology II
Course Revision – Outcomes, Requisites
440. NRS 232 – Pathophysiological Processes I
Course Revision – Description, Requisites, Outcomes
441. NRS 233 – Pathophysiological Process II
Course Revision – Description, Outcomes
442. CJA 245 – Search Warrant Preparation
Course Revision – Requisites
443. CS 201 – Computer Systems II
Course Revision – Title, Description, Outcomes
444. CAS 208 – Beginning Photoshop for the Web
Course Revision- Description, Requisites
445. DST 110 – Caterpillar Engine Fundamentals
Contact/Credit Hour Change
3
446. DST 111 – Intro to Caterpillar Service Industry
Contact/Credit Hour Change
447. DST 150 – Caterpillar Service Technology Internship
Contact/Credit Hour Change
448. ART 248 – Glass Casting
Contact/Credit Hour Change
449. MUS 190 – Introduction to Piano
Contact/Credit Hour Change
4
Course Inactivations
ED
295
ED
207
CS
234U
EMT
117
EMT
280B
WR
60
RD
80C
DE
33
DE
32
DE
30
WR
65
WR
60C
GER
250
GER
251
GER
270A
GER
270B
GER
270C
GER
271A
GER
271B
GER
271C
GER
272A
GER
272B
GER
272C
GER
290A
GER
290B
GER
290C
GER
291A
GER
291B
GER
291C
GER
292A
GER
292B
GER
292C
SOC
252
SOC
181
SOC
282
SOC
280M
EET
257
INSP
211
INSP
212
ALC
70
WLD
100
WLD
9901
5
Curriculum Request Form
Course Revision
CHANGE:
Learning Outcomes
Current Course Number:
AD 101
Current Course Title:
Alcohol Use and Addiction
Current Learning Outcomes:
At the conclusion of this course the student will be able to
identify and articulate the basic processes of addiction including
psychological and medical consequences. The student will also
be able to outline a basic understanding of evidence-based
practices, treatment, recovery, relapse and prevention. The
student will have a basic understanding of addiction science.
Proposed Learning Outcomes: Upon completion of this course, the student will be able to:
1. Describe the history and pattern of alcohol use in the United
States, including the cost and consequences to society.
2. Comprehend the biological basis and medical consequences
of addiction, with alcoholism as the primary focus.
3. Identify the common psychological sequella of addiction,
including analysis of family system response.
4. Explain the basic definition and commonly used approaches
to recovery, relapse, prevention and treatment.
Reason for Learning
Outcomes Change:
More closely reflects the course objectives.
Will this impact other SACs?,Is No
there an impact on other
SACs?:
Will this impact other
Depts/Campuses?,Is there an
impact on another dept or
campus?:
How other Depts/Campuses
will be impacted:
Request Term:
Requested Year:
Contact Name:
Contact E-Mail:
no
spring
2009
Florence Spraggins
[email protected]
6
Curriculum Request Form
Contact/Credit Hour
Current course number:
LA130
Current course title:
Legal Software
Current
Current lecture hours:
Current lec/lab hours:
Total contact hours:
Current credits:
Proposed credit hours:
Reason for Change:
Proposed
0
3
6
0
6
3
3
3
Mistake in listing this originally.
Are outcomes affected?:
NO
Are degrees/certs affected?:
No
Is there an impact on other Dept/Campus?: NO
Impact on Dept/Campus:
Is there potential conflict with another SAC?: YES
Impact on sacs:
Implem. Term:
Implementation year,implem. Year:
Contact name:
Contact email:
Previously when course originally approved.
Spring
2009
Jerry Brask
[email protected]
7
Curriculum Request Form
New Course
Course
number:
MUS101
Course
title:
Introduction to Music (Basic Materials)
Transcript Introduction to Music
title:
Course
credits:
3
Lec contact 30
hrs:
Course
Introduces the basic components of music such as rhythm, melody, harmony and
description: structure. Includes basic note reading and building of music literacy skills. No prior
music experience required.
Addendum Course does not fulfill prerequisite for further music theory study.
to course
description:
Intended
Develop music literacy in order to learn applied musical skills such as singing or
outcomes: playing an instrument.
Understand how different types of music have elements in common in order to
recognize and identify with the human experience.
Understand how the elements of music affect and/or manipulate human emotional
responses in order to make informed artistic choices.
Course
activities
and
design:
The material for the course will be presented in a lecture/discussion format. Audio
examples should be used to demonstrate the concepts covered. Lectures may be
enhanced through the use of other multimedia.
• Students will identify the meter of a simple music composition.
8
• Students will read and notate basic rhythms in simple and compound meters.
• Students will read and notate music notes in treble and bass clefs on the music
staff.
• Students will accurately construct and visually recognize major and minor scales.
• Students will identify common symbols used for musical dynamics and
articulations.
• Students will visually determine the key of a basic melody.
• Students will construct and visually identify melodic and harmonic intervals.
• Students will construct and visually identify basic root position triads
Outcomes Assessment methods used to evaluate student progress and the criteria for
assessmen assigning a course letter grade should be made clear by the instructor at the
t
beginning of the course. Assessment methods should include:
strategies:
• Qualitative and/or quantitative examinations
• Homework assignments
• Listening assignments
• Research project
• Class participation
Course
content
and skills:
Basics of rhythmic notation
Simple meter
Compound meter
Pitch
The piano keyboard
Major scales and key signatures
The circle of fifths
Melodic and harmonic intervals
Minor scales and key signatures
Root position triad labeling, construction and identification
Basic musical design (form)
Introduction to harmonic function
The following skills are expected to successfully meet the minimum requirement of
"C" or "Pass" for the course.
• Identify pitch and rhythmic notation on music staff.
• Label pitches by letter name.
• Visually determine the meter of a musical composition.
• Visually identify and notate major and minor scales.
• Visually identify the key of a basic musical work.
• Visually identify and construct intervals.
• Visually identify and construct root-position triads.
Reason for
new
course:
How
course will
be taught:
Current MUS110 to be converted to 4 credits to reflect revised CCOG that includes
added breath of course, including applied keyboard and rhythmic skills - this new
course will be primarily taught online.
Online
9
Reason for
other:
Where and
how the
course
transfer
within ous
of
highered:
Proof of
course
transferabl
e:
Gened
status or
cultural
diversity
sought:
Explanatio
n if there
are similar
courses
existing in
other
programs
or
disciplines
at pcc:
Explanatio
n if they
have
consulted
with sac
chairs of
other
programs
regarding
potential
impact:
Explain if
there are
any
potential
impact on
another
department
or campus:
Western Oregon University as MUS 111
Southern Oregon University as MUS 100
Portland State University as the same course number
WOU catalog
http://www.wou.edu/online_catalog/course_descriptions/course_descriptions.php?in
curl=Music
SOU catalog http://www.sou.edu/catalog/08-09/courselist.html#MUS
PSU catalog http://www.pdx.edu/media/r/e/reg_bulletin_2008_2009.pdf
no
no
n/a
no
10
Implement
ed term or
year
requested:
Submitter:
From:
Sac chair:
Sac chair
email:
Sac admin
liason
name:
Sac admin
liason
email:
Fall 2009
John Mery
[email protected]
John Mery
[email protected]
Steve Ward
[email protected]
11
Curriculum Request Form
Course Revision
CHANGE:
Requisites
Current Course Number:
EET 111
Proposed Transcript Title:
Elec Circuit Analysis I
Reason for Title Change:
No Change
Current Description:
International System of Units, engineering notation and
prefixes, definitions of current, voltage, resistance, power,
work and efficiency. For DC circuits: Ohm's and Kirchoff's
Laws; DC resistive networks including Thevenin and Norton
equivalent circuits. Node voltage and mesh current analysis
methods; Capacitance and RC transient response. Includes a
3-hour per week laboratory session. Prerequisite: Placement
in WR 115;prerequisite/ /concurrent: MTH 95.
Proposed Description:
International System of Units, engineering notation and
prefixes, definitions of current, voltage, resistance, power,
work and efficiency. For DC circuits: Ohm's and Kirchoff's
Laws; DC resistive networks including Thevenin and Norton
equivalent circuits. Node voltage and mesh current analysis
methods; Capacitance and RC transient response. Includes a
3-hour per week laboratory session. Prerequisite: Placement
in WR 115;prerequisite/concurrent: MTH 95 and EET 101
Reason for Description Change: Added EET 101 as a prereq/coreq
Current Learning Outcomes:
1. Use basic electrical DC concepts and theorems to analyze
circuits
2. Build and simulate electrical DC circuits and perform
measurements with electronic test equipment.
3. Write technical reports using collected experiment data.
Proposed Learning Outcomes:
1. Use basic electrical DC concepts and theorems to analyze
circuits
2. Build and simulate electrical DC circuits and perform
measurements with electronic test equipment.
3. Write technical reports using collected experiment data.
12
Reason for Learning Outcomes No Change
Change:
Current Prerequisites:
Placement in WR 115
Proposed Prerequisites:
Placement in WR 115
Current
Prerequisites/Concurrent:
MTH 95
Proposed
Prerequisites/Concurrent:
MTH 95 and EET 101
Current Corequisites:
Proposed Corequisites:
Will this impact other SACs?,Is
there an impact on other SACs?:
How other SACs may be
impacted:
Will this impact other
Depts/Campuses?,Is there an
impact on another dept or
campus?:
How other Depts/Campuses will
be impacted:
Request Term:
Requested Year:
Contact Name:
Contact E-Mail:
no
no
fall
2009
sanda williams
[email protected]
13
Curriculum Request Form
Course Revision
CHANGE:
Current Course Number:
Learning Outcomes
HST 201
Current Course Title:
History of the U.S. - I
Current Learning Outcomes:
* Use critical thinking to evaluate historical changes and
their impact on American society
* Recognize and appreciate the diverse contributions of
different groups (national, ethnic, racial, religious, sex,
and gender) that interacted in the Americas
* Identify culturally grounded assumptions which have
influenced the perception and behavior of people in the
past
* Communicate effectively through writing and speaking
* Connect the past with the present to enhance citizenship
skills
• Articulate an understanding of key events in the history of early and colonial United States and use critical thinking in order to evaluate historical changes and their impact on current U.S. society. Proposed Learning Outcomes:
Reason for Learning Outcomes
Change:
Current Prerequisites:
Proposed Prerequisites:
•
Recognize the historical contributions of different groups (national, ethnic, racial, religious, sexual and gendered) that interacted in the United States in order to appreciate and evaluate current U.S. diversity. •
Identify culturally‐grounded assumptions which have influenced the perceptions and behaviors of people in the past in order to assess how culture continues to affect human behavior. •
Communicate effectively using historical analysis. •
Connect the past with the present to enhance citizenship skills. Adding the articulation of key events to more explicitly
indicate expectations for content.
Revising expectations for communication to meet DL
courses
14
Current Prerequisites/Concurrent:
Proposed Prerequisites/Concurrent:
Current Corequisites:
Proposed Corequisites:
Will this impact other SACs?,Is there
an impact on other SACs?:
How other SACs may be impacted:
Will this impact other
Depts/Campuses?,Is there an impact
on another dept or campus?:
How other Depts/Campuses will be
impacted:
Request Term:
Requested Year:
Contact Name:
Contact E-Mail:
no
no
fall
2009
Andrea Lowgren
[email protected]
15
Curriculum Request Form
Course Revision
CHANGE:
Learning Outcomes
Current Course Number:
HST 202
Current Course Title:
History of the U.S. - II
Current Learning Outcomes:
* Use critical thinking to evaluate historical changes and
their impact on American society
* Recognize and appreciate the diverse contributions of
different groups (national, ethnic, racial, religious, sex,
and gender) that interacted in the Americas
* Identify culturally grounded assumptions which have
influenced the perception and behavior of people in the
past
* Communicate effectively through writing and speaking
* Connect the past with the present to enhance citizenship
skills
Proposed Learning Outcomes:
Reason for Learning Outcomes
Change:
•
Articulate an understanding of key events in the nineteenth century history of the United States and use critical thinking in order to evaluate historical changes and their impact on current U.S. society. •
Recognize the historical contributions of different groups (national, ethnic, racial, religious, sexual and gendered) that interacted in the United States in order to appreciate and evaluate current U.S. diversity. •
Identify culturally‐grounded assumptions which have influenced the perceptions and behaviors of people in the past in order to assess how culture continues to affect human behavior. •
Communicate effectively using historical analysis. •
Connect the past with the present to enhance citizenship skills. Adding the articulation of key events to more explicitly
indicate expectations for content.
Revising expectations for communication to meet DL
courses
16
Current Prerequisites:
Proposed Prerequisites:
Current Prerequisites/Concurrent:
Proposed Prerequisites/Concurrent:
Current Corequisites:
Proposed Corequisites:
Will this impact other SACs?,Is there
an impact on other SACs?:
How other SACs may be impacted:
Will this impact other
Depts/Campuses?,Is there an impact
on another dept or campus?:
How other Depts/Campuses will be
impacted:
Request Term:
Requested Year:
Contact Name:
Contact E-Mail:
no
no
fall
2009
Andrea Lowgren
[email protected]
17
Curriculum Request Form
Course Revision
CHANGE:
Learning Outcomes
Current Course Number:
HST 203
Current Course Title:
History of the U.S. - III
Current Learning Outcomes:
* Use critical thinking to evaluate historical changes and
their impact on American society
* Recognize and appreciate the diverse contributions of
different groups (national, ethnic, racial, religious, sex,
and gender) that interacted in the Americas
* Identify culturally grounded assumptions which have
influenced the perception and behavior of people in the
past
* Communicate effectively through writing and speaking
* Connect the past with the present to enhance citizenship
skills
Proposed Learning Outcomes:
Reason for Learning Outcomes
Change:
Current Prerequisites:
•
Articulate an understanding of key events in the twentieth century history of the United States use critical thinking in order to evaluate historical changes and their impact on current U.S. society. •
Recognize the historical contributions of different groups (national, ethnic, racial, religious, sexual and gendered) that interacted in the United States in order to appreciate and evaluate current U.S. diversity. •
Identify culturally‐grounded assumptions which have influenced the perceptions and behaviors of people in the past in order to assess how culture continues to affect human behavior. •
Communicate effectively using historical analysis. •
Connect the past with the present to enhance citizenship skills. Adding the articulation of key events to more explicitly
indicate expectations for content.
Revising expectations for communication to meet DL
courses
18
Proposed Prerequisites:
Current Prerequisites/Concurrent:
Proposed Prerequisites/Concurrent:
Current Corequisites:
Proposed Corequisites:
Will this impact other SACs?,Is there
an impact on other SACs?:
How other SACs may be impacted:
Will this impact other
Depts/Campuses?,Is there an impact
on another dept or campus?:
How other Depts/Campuses will be
impacted:
Request Term:
Requested Year:
Contact Name:
Contact E-Mail:
no
no
fall
2009
Andrea Lowgren
[email protected]
19
Curriculum Request Form
New Course
Course number:
HST 271
Course title:
History of Central America and the Caribbean
Transcript title:
Hist Central America/Caribbean
Course credits:
Lec contact hrs:
Course description:
4
4
Surveys Central American and Caribbean history from the preColumbian era to the present. Focuses on post-contact history
including colonialism, independence, revolution, nation-building and
international relationships. Emphasizes on social, political and cultural
developments and contributions by a diversity of Central American and
Caribbean peoples.
Prerequisites coreq
concurrent:
Prerequisites: WR 115, RD 115 and MTH 20 or equivalent placement
test scores.
Intended outcomes:
Course activities and
design:
•
Articulate an understanding of key events in the history of Central America and the Caribbean and use critical thinking in order to evaluate historical changes and their impact on current Central American and Caribbean society. •
Recognize the historical contributions of different groups (national, ethnic, racial, religious, sexual and gendered) that interacted in Central America and the Caribbean in order to appreciate and evaluate current Central American and Caribbean diversity. •
Identify culturally‐grounded assumptions which have influenced the perceptions and behaviors of people in the past in order to assess how culture continues to affect human behavior. •
Communicate effectively using historical analysis. •
Connect Central America and the Caribbean with the United States in order to better understand the political relationship between the two regions. Competencies and Skills:
•Connect evidence to its relevant historical context
•Analyze and evaluate written, artistic, or other evidence
•Assess the motivation and purpose of evidence
20
Evaluate different interpretations of past events and construct individual
interpretation:
•Identify a historian’s thesis and supporting evidence
•Evaluate the arguments used to support different interpretations of
historical issues
•Develop a thesis and historical interpretation and use evidence to
support it
Think critically about the relationship between past and present events
and issues:
•Recognize and identify historical roots and parallels to current issues
Compare and contrast the experience of diverse groups
•Listen to and appreciate the experience of students from a variety of
backgrounds
•Assess the contributions and experiences of various groups
Communicate effectively in writing about a historical topic
•Communicate effectively in writing about a historical topic
•Communicate in writing an understanding of historical process and an
evaluation of how concepts or values change over time
Clearly articulate thoughts and ideas to a particular audience which
may include:
•Working collaboratively with other students to evaluate and understand
historical events
•Working collaboratively with others in discussions, debate, or role
plays
•Presenting information in oral presentations
Outcomes assessment •Analyze and evaluate primary and secondary sources
strategies:
•Evaluate different interpretations of past events and construct your
own interpretation
•Think critically about the relationships between past and present
events and issues
•Compare and contrast the experience of diverse groups in American
society
•Demonstrate college-level communications skills which may include
listening, speaking, and writing
Course content and
skills:
Themes, Concepts and Issues
•Mayan and other Pre-Columbian indigenous civilizations
•Exploration and conquest
•Acculturation
•Changing political and economic structures
•Cultural development, literature, art, music
•Indigenous and Creole society, culture, and politics
•Imperialism and neo-imperialism
•Independence movements and revolutions
•Role of the Catholic Church and other religions
21
•The Mission System
•Ethnicity, race, gender, sexuality and social class
•Inter- and intra-ethnic controversies
•Post-colonialism
•Labor systems (such as collectivity, encomiendas, indenture, slavery,
unionization)
•Trans-Atlantic slave system
•Sugar economy
•Civil Wars and militarism
•International relations and U.S. interventions
•Geography and the natural environment
•Tourism
•Atlantic World
Reason for new
course:
How course will be
taught:
Reason for other:
Where and how the
course transfer within
ous of highered:
Proof of course
transferable:
Gened status or
cultural diversity
sought:
Explanation if there are
similar courses existing
in other programs or
disciplines at pcc:
Explanation if they
have consulted with
sac chairs of other
programs regarding
potential impact:
Explain if there are any
potential impact on
another department or
campus:
Implemented term or
year requested:
Submitter:
From:
Latin America is the only part of the world not covered by current PCC
history offerings. The SAC is working towards a 3-course group that
would cover this area. HST 270 History of Mexico already exists, and is
being taught at Cascade. Plans are being laid for a future development
of a couse on the history of South America.
Campus
support course for a history major: PSU, OSU, and UO accept lowerdivision history elective courses for the history major; General
University Elective
see transferability form on gen ed form
yes
no
no impact is expected
no
Spring 2010
Andrea Lowgren
[email protected]
22
Sac chair:
Sac chair email:
Sac admin liason
name:
Sac admin liason
email:
Robert Flynn
[email protected]
Nancy Wessel
[email protected]
23
Curriculum Request Form
Course Revision
CHANGE:
Learning Outcomes
Does this correspond with a
conversion request?:
YES
Current Course Number:
WR 185
Current Course Title:
Proposed Course Title:
Proposed Transcript Title:
Reason for Title Change:
English Language: Theory & Practice
English Language: Theory and Practice
Eng Lng:Theory & Practice
no change
Current Description:
Explores elements and nuances of Standard English and
dialects in both theory and practice. Explores historical, social,
and current cultural issues of grammar and language use
through reading, discussion, and writing. Prerequisites:
Placement into WR 121 or completion of WR 115 with a grade
of C or better.
Proposed Description:
Same
Reason for Description
Change:
Current Learning Outcomes:
none
� Identify elements of Standard English and other English
dialects� grammar,
� Appreciate elements of grammar as having stylistic, political,
and social significance,
� Apply concepts of grammar to understand some
sociolinguistic principles,
� Apply concepts of grammar to understand some
psycholinguistic principles,
� Appreciate multi-cultural grammatical aspects of some
English dialects,
� Appreciate various grammatical and historical concepts
underlying language use,
� Appreciate grammar as a means of knowing,
� Listen, read, and communicate (orally and in writing) with
heightened awareness of grammar and language use.
24
Proposed Learning Outcomes: � Identify elements of Standard English and other English
dialects’ grammar and apply these concepts in reading and
writing.
� Analyze elements of grammar to identify and understand
stylistic, political, and social significance.
� Apply concepts of grammar to understand some
sociolinguistic principles.
� Apply concepts of grammar to understand some
psycholinguistic principles.
� Recognize multi-cultural grammatical aspects of some
English dialects; use this understanding to recognize multicultural grammatical aspects when listening, reading, and
communicating (orally and in writing).
� Perform textual analysis using the knowledge of grammatical
and historical concepts underlying language use.
� Write, read, speak and listen with heightened awareness of
grammar and language use.
Reason for Learning Outcomes The outcomes were revised to better describe what the
Change:
students will be able to do with what they learn and understand
in the course. The outcomes also suggest more ambitious
expectations for student performance and assessment, in
keeping with the change to 4 credits.
Will this impact other SACs?,Is
there an impact on other
SACs?:
How other SACs may be
impacted:
Will this impact other
Depts/Campuses?,Is there an
impact on another dept or
campus?:
How other Depts/Campuses
will be impacted:
Request Term:
Requested Year:
Contact Name:
Contact E-Mail:
no
no
fall
2009
Cynthia Kimball
[email protected]
25
Curriculum Request Form
Contact/Credit Hour
Current Course
Number:
WR 185
Current Course Title: Eng Lng: Theory & Practice
Current Lecture
Hours:
Current
30
Current Load:
30
Total Contact Hours: 30
Current Credits:
3
Proposed
40
40
40
4
Reason for Change:
Writing 185 is being converted to 4 credits in order to align with the
majority of the transfer writing courses offered at PCC that have already
been changed to 4 credits. Converting to 4 credits will add the class time
needed to more fully address the course outcomes.
Are outcomes
affected?:
Are degrees/certs
affected?:
Is there an impact on
other Dept/Campus?:
Impact on
Dept/Campus:
Is there potential
conflict with another
SAC?:
Impact on SACs:
Implem. Term:
Implementation
Year,Implem. Year:
Contact Name:
Contact Email:
YES
No
NO
NO
Fall
2009
Cynthia Kimball
[email protected]
26
Curriculum Request Form
Course Revision
Change:
Current course number:
Proposed course number:
Current course title:
Course Description
NRS 110
Foundations of Nursing-Health Promotion
Current description:
Introduces the learner to framework of the OCNE
curriculum. The emphasis on health promotion across the
life span includes learning about self-health as well as
client health practices. To support self and client health
practices, students learn to access research
evidence about healthy lifestyle patterns and risk factors
for disease/illness, apply growth and development theory,
interview clients in a culturally-sensitive manner, work as
members of a multidisciplinary team giving and receiving
feedback about performance, and use reflective thinking
about their practice as
nursing students. The family experiencing a normal
pregnancy is a major exemplar. Includes classroom and
clinical learning experiences. Prerequisite: Anatomy and
Physiology.
Proposed description:
This course introduces the learner to framework of the
OCNE curriculum. The emphasis on health promotion
across the life span includes learning about self-health as
well as client health practices. To support self and client
health practices, students learn to access research
evidence about healthy lifestyle patterns and risk factors
for disease/illness, apply growth and development theory,
interview clients in a culturally sensitive manner, work as
members of a multidisciplinary team giving and receiving
feedback about performance, and use reflective thinking
about their practice as nursing students. Populations
studied in the course include children, adults, older adults
and the family experiencing a normal pregnancy. Includes
classroom and clinical learning experiences.
Prerequisite: Admission to the Nursing Program
Reason for Description
Changes were made after Feb 09 PCC Curriculum
27
Change:
Committee approvals to concur with changes made for
consistency of all consortium schools through the course
review process of the statewide (OCNE) consortium
agreement.
Current learning outcomes:
1. Conduct a culturally and age appropriate health
assessment, and interpret health data, such as screening
for biological and psychosocial health risks, -evidence of
safe and healthy habits, developmental tasks and
vulnerabilities, family functioning.
2. Develop a plan of care that is family-centered, and
developmentally and culturally appropriate using evidence
such as clinical guidelines and integrative literature
reviews, to help facilitate a clients health
behavior change.
3. Uses effective communication to establish a therapeutic
relationship and advocate for a health behavior change
based on assessment of health risks.
4. Design and evaluate a health behavior change for self
and for a selected client using relevant evidence and
family/cultural data.
5. Demonstrate understanding of nursing frameworks,
including the legal ethical base for practice, and their
application to the practice of nursing.
6. Recognize the importance and relevance of reflection
and its influence on personal and professional behavior.
7. Demonstrate understanding of effective learning
strategies in a performance based curriculum.
1. Conduct a culturally and age appropriate health
assessment, and interpret health data, such as screening
for biological and psychosocial health risks, evidence of
safe and healthy habits, developmental tasks and
vulnerabilities, family functioning.
2. Develop a plan of care that is family-centered, and
developmentally and culturally appropriate using evidence
such as clinical guidelines and integrative literature
reviews, to help facilitate a client’s health behavior
change.
3. Use effective communication to establish a therapeutic
relationship and advocate for a health behavior change
based on assessment of health risks.
4. Design and evaluate a health behavior change for self
and for a selected client using relevant evidence and
family/cultural data.
5. Demonstrate beginning understanding of selected
nursing frameworks, including the legal ethical base for
Proposed learning
outcomes:
28
Reason for Learning
Outcomes Change:
Will this impact other
sacs?,Is there an impact on
other sacs?:
How other sacs may be
impacted:
Will this impact other
Depts/Campuses?,Is there
an impact on another dept or
campus?:
How other Depts/Campuses
will be impacted:
Request term:
Requested year:
Contact name:
Contact e-mail:
practice, and their application to the practice of nursing.
6. Recognize the importance and relevance of reflection
and its influence on personal and professional behavior.
7. Demonstrate understanding of effective learning
strategies in a performance-based curriculum.
8. Demonstrate understanding of the importance of
fulfilling commitments to the team in completing
assignments.
Changes were made after Feb 09 PCC Curriculum
Committee approval to concur with changes made for
consistency of all consortium schools through the course
review process of the statewide (OCNE) consortium
agreement.
no
no
fall
2010
Alisa Schneider
[email protected]
29
Curriculum Request Form
Course Revision
CHANGE:
Current Course Number:
Proposed Course Number:
Current Course Title:
Course Description,Learning Outcomes
NRS 111
Current Description:
Introduces assessment and common interventions (including
technical procedures) for clients with chronic illnesses common
across the life span in major ethnic groups within Oregon. The
client and family’s “lived experience” of the illness, coupled with
clinical practice guidelines and extant research evidence is used
to guide clinical judgments in care to the chronically ill. Roles of
multidisciplinary team in care of the chronically ill, and legal
aspects of delegations are explored. Through case scenarios,
cultural, ethical, health policy, and health care delivery system
issues are explored in the context of the chronic illness care.
Case exemplars include children with asthma, adolescent with a
mood disorder, Type II diabetes, and older adults with dementia.
Includes classroom and clinical learning experiences.
Proposed Description:
This course introduces assessment and common interventions
(including technical procedures) for clients with chronic illnesses
common across the life span in major ethnic groups within
Oregon. The client’s and family’s “lived experience” of the
condition is explored. Clinical practice guidelines and research
evidence are used to guide clinical judgments in care of
individuals with chronic conditions. Multidisciplinary team roles
and responsibilities are considered in the context of delivering
safe, high quality health care to individuals with chronic
conditions (includes practical and legal aspects of delegation).
Cultural, ethical, legal and health care delivery issues are
explored through case scenarios and clinical practice. Case
exemplars include children with asthma, adolescents with a
mood disorder, adults with type 2 diabetes, and older adults with
dementia. The course includes classroom and clinical learning
experiences.
Reason for Description
Change:
Changes were made after Feb 09 PCC Curriculum Committee
approval to concur with changes made for consistency of all
consortium schools through the course review process of the
statewide (OCNE) consortium agreement.
Current Learning Outcomes:
Foundations of Nursing in Chronic Illness I
30
Proposed Learning
Outcomes:
Reason for Learning
Outcomes Change:
Current Prerequisites:
Proposed Prerequisites:
Will this impact other
SACs?,Is there an impact on
other SACs?:
How other SACs may be
impacted:
Will this impact other
Depts/Campuses?,Is there an
impact on another dept or
campus?:
How other Depts/Campuses
will be impacted:
Request Term:
Requested Year:
Contact Name:
1. Conduct a health assessment that is family-centered and both
developmentally and culturally appropriate. Interpret resulting
health data, focusing on: mental and functional status, ADLs and
IADLs; coping/adaptive strategies used by client/family; lived
experience of chronic illness, including recognition of stigma and
its impact on vulnerable populations; and
impact of illness on family functioning.
2. Provide safe and effective, developmentally and culturally
appropriate care to clients with chronic illness including: safely
and effectively assisting clients with ADLs & IADLs; addressing
comfort needs (physical and emotional); teaching clients about
self-assessment and self-management in conditions such as
depression, general anxiety and chronic pain; and addressing
basic questions about prognosis of illness.
3. Develop and implement a family-centered plan of care for a
client with a chronic illness that incorporates evidence-based
intervention strategies, assessment data, child and family
developmental considerations, and a deep understanding of the
patient’s perspective and illness experience within the framework
of exacerbation, trajectory, and plateau.
5. Identify roles and functions of members of the health care
team in order to provide care for the chronically ill.
6. Use therapeutic communication skills in the development of
therapeutic relationships with patients and families.
7. Recognize potential legal and ethical issues related to client
autonomy across the lifespan in at risk populations. Apply ANA
Code of Ethics in the care of the chronically ill.
Changes were made after Feb 09 PCC Curriculum Committee
approval to concur with changes made for consistency of all
consortium schools through the course review process of the
statewide (OCNE) consortium agreement.
NRS 110
NRS 110/210.
no
no
winter
2010
Alisa Schneider
31
Contact E-Mail:
[email protected]
32
Curriculum Request Form
Course Revision
Change:
Course Requisites,Learning Outcomes
Current course number:
NRS 112
Proposed course number:
Current course title:
Foundations of Nursing in Acute Care I
Current learning outcomes:
At the end of the course, the student will be able to:
1. Conduct a culturally and age appropriate health assessment
and interpret health data focusing on physiologic, developmental,
and behavioral parameters of condition manifestation
progression and resolution, and the client response to acute
conditions/processes
2. Develop plans of care that are family-centered, age and
culturally appropriate, using evidence including clinical guidelines
and integrative literature reviews to safely implement care plans
for patients with common acute conditions/processes and
manage common symptoms such as acute pain and acute
anxiety follow standard procedures for performing skills safely
use expected illness trajectory, monitor progress toward
recovery, occurrence of complications and client’s response to
interventions.
3. Apply ANA Code of Ethics to care of patients with acute
conditions/processes.
4. Identify potential legal and ethical issues surrounding patient
decision-making and informed consent in acute care settings.
5. Use therapeutic communication skills in the
development of therapeutic relationships with patients and
families.
6. Identify roles of health care team members involved in
providing care to individuals with acute conditions/processes
7. Consults with experienced nurses regarding delegation needs
for client care.
Proposed learning outcomes: At the end of the course, the student will be able to:
1. Conduct a culturally and age appropriate health assessment
and interpret health data focusing on physiologic, developmental,
and behavioral parameters of condition manifestation
progression and resolution, and the client response to acute
conditions/processes.
2. Develop plans of care that are family-centered,
developmentally and culturally appropriate, using evidence
including clinical guidelines and integrative literature reviews to
33
implement care plans safely for patients with common acute
conditions/processes. Manage common symptoms such as acute
pain and acute anxiety, follow evidence based procedures for
performing skills safely, use expected illness trajectory; monitor
progress toward recovery, occurrence of complications and
client’s response to interventions.
4. Identify potential legal and ethical issues related to patient
decision-making and informed consent in acute care settings.
Apply ANA Code of Ethics to care of patients with acute
conditions/processes.
5. Use therapeutic communication skills in the development of
therapeutic relationships with patients and families.
6. Identify roles of health care team members involved in
providing care to patients and families with acute
conditions/processes.
7. Discuss delegation needs for patient care with experienced
nurses.
Reason for Learning
Outcomes Change:
Changes were made after Feb 09 PCC Curriculum Committee
approval to concur with changes made for consistency of all
consortium schools through the course review process of the
statewide (OCNE) consortium agreement.
Current prerequisites:
Proposed prerequisites:
Will this impact other sacs?,Is
there an impact on other
sacs?:
How other sacs may be
impacted:
Will this impact other
Depts/Campuses?,Is there an
impact on another dept or
campus?:
How other Depts/Campuses
will be impacted:
Request term:
Requested year:
Contact name:
Contact e-mail:
NRS 110
NRS 110/210
no
no
spring
2010
Alisa Schneider
[email protected]
34
Curriculum Request Form
Course Revision
CHANGE:
Current Course Number:
Course Description,Learning Outcomes
NRS 230
Current Course Title:
Current Description:
Clinical Pharmacology I
This course introduces the theoretical background that
enables students to provide safe and effective care related to
drugs and natural products to persons throughout the lifespan.
Students will learn to make selected clinical decisions in the
context of nursing regarding using current, reliable sources of
information, understanding of pharmacokinetics and
pharmacodynamics, developmental physiologic
considerations, monitoring and evaluating the effectiveness of
drug therapy, teaching persons from diverse populations
regarding safe and effective use of drugs and natural
products, intervening to increase therapeutic benefits and
reduce potential negative effects, and communicating
appropriately with other health professionals regarding drug
therapy. Drugs are studied by therapeutic or pharmacological
class using an organized framework.
Proposed Description:
This course introduces the theoretical background that
enables students to provide safe and effective care related to
drugs and natural products to persons throughout the lifespan.
It includes the foundational concepts of principles of
pharmacology, nonopioid analgesics, and antibiotics, as well
as additional classes of drugs. Students will learn to make
selected clinical decisions in the context of nursing regarding
using current, reliable sources of information, understanding of
pharmacokinetics and pharmacodynamics, developmental
physiologic considerations, monitoring and evaluating the
effectiveness of drug therapy, teaching persons from diverse
populations regarding safe and effective use of drugs and
natural products, intervening to increase therapeutic benefits
and reduce potential negative effects, and communicating
appropriately with other health professionals regarding drug
therapy. Drugs are studied by therapeutic or pharmacological
class using an organized framework.
Reason for Description Change: Changes were made after Feb 09 PCC Curriculum Committee
approval to concur with changes made for consistency of all
consortium schools through the course review process of the
statewide(OCNE)consortium agreement. Changes also
incorporate the recommendations from PCC to differentiate
NRS 230 from NRS 231.
------Current Learning Outcomes:
By the end of the course, the student will be able to:
35
1. Use current, reliable sources of information to access
pertinent information about drugs and natural products,
focusing on:
identification of appropriate reliable sources of information in
specific nursing situations, rapid retrieval of pertinent
information from a current drug guide, accurate retrieval of
information from a comprehensive drug information source
2. Monitor and evaluate the effectiveness of drug therapy,
focusing on
selection and interpretation of basic focused nursing
assessments to detect therapeutic effects, side effects and
adverse reactions, and drug-drug, drug-food, and drug-natural
product interactions for specific classes of drugs , surveillance
for vulnerability to negative effects of specific classes of drugs
based on age, developmental physiology, concurrent
pathophysiology, psychopathology or other factors
3. Teach persons from diverse populations regarding safe and
effective use of drugs and natural products, focusing on the
following: self-management of specific classes of over-thecounter and prescription drugs that are used episodically; selfmanagement of specific classes of drugs that are taken for
chronic conditions; how the action of specific classes of drugs
relates to developmental, maturational, aging, neurochemical,
and pathophysiological processes or normal physiology; which
side/adverse effects of specific classes of drugs and natural
products to self-manage and which ones to report to health
professionals; how to avoid or recognize drug-drug, drug-food,
and drug-natural product interactions with specific classes of
drugs.
4. Identify appropriate nursing interventions to increase
therapeutic benefits and reduce potential negative effects of
drug therapy, focusing on identification of basic
nonpharmacological nursing interventions that potentially
enhance the effectiveness of specific classes of
drugs;assessment of barriers to adherence to drug therapy
with specific classes of drugs
5. Communicate appropriately with other health professionals
regarding drug therapy, focusing on using appropriate
technical language related to pharmacology;explaining drug
mechanisms of action and their relationship to normal
physiology; reporting pertinent information about an
individual’s response to specific classes of drugs or natural
products
Proposed Learning Outcomes:
By the end of the course, the student will be able to:
1. Use current, reliable sources of information to access
36
pertinent information about drugs and natural products,
focusing on: identification of appropriate reliable sources of
information in specific nursing situations; rapid retrieval of
pertinent information from a current drug guide; and accurate
retrieval of information from a comprehensive drug information
source.
2. Monitor and evaluate the effectiveness of drug therapy,
focusing on
selection and interpretation of basic focused nursing
assessments to detect therapeutic effects, side effects and
adverse reactions, and drug-drug, drug-food, and drug-natural
product interactions for specific classes of drugs;
surveillance for vulnerability to negative effects of specific
classes of drugs based on age, developmental physiology,
and concurrent pathophysiology, psychopathology or other
factors.
3. Teach patients, family members, and others from diverse
populations regarding safe and effective use of drugs and
natural products, focusing on self-management of specific
classes of over-the-counter and prescription drugs that are
used episodically; self-management of specific classes of
drugs that are taken for chronic conditions; how the action of
specific classes of drugs relates to developmental,
maturational, aging, neurochemical and pathophysiological
processes, or normal physiology; which side/adverse effects of
specific classes of drugs and natural products to self-manage
and which ones to report to health professionals; and how to
avoid or recognize drug-drug, drug-food, and drug-natural
product interactions with specific classes of drugs
4. Identify appropriate nursing interventions to increase
therapeutic benefits and reduce potential negative effects of
drug therapy, focusing on
identification of basic nonpharmacological nursing
interventions that potentially enhance the effectiveness of
specific classes of drugs and
assessment of barriers to adherence to drug therapy with
specific classes of drugs.
5. Communicate appropriately with other health professionals
regarding drug therapy, focusing on using appropriate
technical language related to pharmacology; explaining drug
mechanisms of action and their relationship to normal
physiology; and reporting pertinent information about an
individual’s response to specific classes of drugs or natural
products.
Reason for Learning Outcomes Changes were made after Feb 09 PCC Curriculum Committee
Change:
approval to concur with changes made for consistency of all
consortium schools through the course review process of the
statewide(OCNE)consortium agreement. Changes also
incorporate the recommendations from PCC to differentiate
NRS 230 from NRS 231.
37
Current Prerequisites:
NRS 110
Proposed Prerequisites:
NRS 110/210
Current
Prerequisites/Concurrent:
Proposed
Prerequisites/Concurrent:
Current Corequisites:
Proposed Corequisites:
Will this impact other SACs?,Is no
there an impact on other SACs?:
How other SACs may be
impacted:
Will this impact other
no
Depts/Campuses?,Is there an
impact on another dept or
campus?:
How other Depts/Campuses will
be impacted:
Request Term:
winter
Requested Year:
2010
Contact Name:
Alisa Schneider
Contact E-Mail:
[email protected]
38
Curriculum Request Form
Course Revision
Change:
Current course number:
Learning outcomes
NRS 231
Current course title:
Current learning outcomes:
Clinical pharmacology II
1. Use current, reliable sources of information to access
pertinent information about drugs and natural products,
focusing on finding and interpreting pertinent current
information from a drug guide, comprehensive drug information
sources, and electronic databases accessing and interpreting
pharmacology-focused articles in current professional journals
2. Monitor and evaluate the effectiveness of drug therapy,
focusing on selection, interpretation, and prioritization of
focused nursing assessments to detect therapeutic effects,
side effects and adverse reactions, and drug-drug, drug-food,
and drug-natural product interactions surveillance for
vulnerability to negative effects of specific classes of drugs
based on age, developmental physiology, concurrent
pathophysiology, psychopathology or other factors
3. Teach persons, patients and/or family members, from
diverse populations regarding safe and effective use of drugs
and natural products, focusing on the following:
self-management of specific classes of over-the-counter and
prescription drugs that are used episodically
self-management of multiple drugs that are taken concurrently
for chronic conditions how the action of specific classes of
drugs relates to pathophysiological processes, neurochemical
processes or normal physiology which side/adverse effects of
specific classes of drugs and natural products to self-manage
and which ones to report to health professionals how to avoid
or recognize drug-drug, drug-food, and drug-natural product
interactions with specific classes of drugs
4. Identify appropriate nursing interventions to increase
therapeutic benefits and reduce potential negative effects of
drug therapy, focusing on identification of basic
nonpharmacological nursing interventions that potentially
enhance the effectiveness of specific classes of drugs
assessment of barriers to adherence to drug therapy with
specific classes of drugs recognition and basic strategies for
reduction of polypharmacy in older adults
5. Communicate appropriately with other health professionals
39
regarding drug therapy, focusing on
using appropriate technical language related to pharmacology
explaining drug mechanisms of action and their relationship to
normal physiology prioritizing and reporting pertinent
information about an individual’s response to specific classes
of drugs or natural products
Proposed learning outcomes:
By the end of the course, the student will be able to:
1. Use current, reliable sources of information to access
pertinent information about drugs and natural products,
focusing on finding and interpreting pertinent current
information from a drug guide, comprehensive drug information
sources, and electronic databases; and accessing and
interpreting pharmacology-focused articles in current
professional journals.
2. Monitor and evaluate the effectiveness of drug therapy,
focusing on selection, interpretation, and prioritization of
focused nursing assessments to detect therapeutic effects,
side effects and adverse reactions, and drug-drug, drug-food,
and drug-natural product interactions; and surveillance for
vulnerability to negative effects of specific classes of drugs
based on age, developmental physiology, concurrent
pathophysiology, psychopathology or other factors.
3. Teach persons, patients and/or family members, from
diverse populations regarding safe and effective use of drugs
and natural products, focusing on self-management of specific
classes of over-the-counter and prescription drugs that are
used episodically; self-management of multiple drugs that are
taken concurrently for chronic conditions; how the action of
specific classes of drugs relates to pathophysiological
processes, neurochemical processes or normal physiology;
which side/adverse effects of specific classes of drugs and
natural products to self-manage and which ones to report to
health professionals; and how to avoid or recognize drug-drug,
drug-food, and drug-natural product interactions with specific
classes of drugs.
4. Identify appropriate nursing interventions to increase
therapeutic benefits and reduce potential negative effects of
drug therapy, focusing on identification of basic
nonpharmacological nursing interventions that potentially
enhance the effectiveness of specific classes of drugs;
assessment of barriers to adherence to drug therapy with
specific classes of drugs; and recognition and basic strategies
for reduction of polypharmacy in older adults
5. Communicate appropriately with other health professionals
regarding drug therapy, focusing on using appropriate
technical language related to pharmacology; explaining drug
mechanisms of action and their relationship to normal
physiology; and prioritizing and reporting pertinent information
about an individual’s response to specific classes of drugs or
40
natural products.
Reason for Learning Outcomes Minor word changes were made after Feb 09 PCC Curriculum
Change:
Committee approval to concur with changes made for
consistency of all consortium schools through the course
review process of the statewide(OCNE)consortium agreement.
Current prerequisites:
NRS 111
Proposed prerequisites:
NRS 111/211
Current
prerequisites/concurrent:
Proposed
prerequisites/concurrent:
Current corequisites:
Proposed corequisites:
Will this impact other sacs?,Is No
there an impact on other sacs?:
How other sacs may be
impacted:
Will this impact other
No
Depts/Campuses?,Is there an
impact on another dept or
campus?:
How other Depts/Campuses will
be impacted:
Request term:
Spring
Requested year:
2010
Contact name:
Alisa schneider
Contact e-mail:
[email protected]
41
Curriculum Request Form
Course Revision
CHANGE:
Current Course Number:
Current Course Title:
Current Description:
Course Description, Learning Outcomes
NRS 232
Pathophysiological Processes I
Introduces pathophysiological processes that contribute to many
different disease states across the lifespan and human responses
to those processes. Students will learn to make selective clinical
decisions in the context of nursing regarding using current,
reliable sources of pathophysiology information, selecting and
interpreting focused nursing assessments based on knowledge of
pathophysiological processes, teaching persons from diverse
populations regarding pathophysiological processes, and
communicating with other health professionals regarding
pathophysiological processes.
Proposed Description:
This course introduces pathophysiological processes that
contribute to many different disease states across the lifespan
and human responses to those processes. It includes the
foundational concepts of cellular adaptation, injury, and death;
inflammation and tissue healing; fluid and electrolyte imbalances;
and physiologic response to stressors, as well as additional
pathophysiological processes. Students will learn to make
selective clinical decisions in the context of nursing regarding
using current, reliable sources of pathophysiology information,
selecting and interpreting focused nursing assessments based on
knowledge of pathophysiological processes, teaching persons
from diverse populations regarding pathophysiological processes,
and communicating with other health professionals regarding
pathophysiological processes.
Reason for Description
Changes were made after Feb 09 PCC Curriculum Committee
Change:
approval to concur with changes made for consistency of all
consortium schools through the course review process of the
statewide (OCNE) consortium agreement.
Current Learning Outcomes: By the end of the course, the student will be able to:
1. Access current, reliable information about selected
pathophysiological processes.
2. Select and interpret basic focused nursing assessments based
on knowledge of clinical manifestations of and developmental
considerations in selected pathophysiological processes in
patients across the life span.
3. Teach persons from diverse explaining how the risk factors
relate to specific pathophysiological populations regarding
selected pathophysiological processes, focusing on processes
describing selected pathophysiological processes in appropriate
terms explaining how the signs and symptoms relate to specific
42
pathophysiological processes explaining which signs and
symptoms to report to a health professional explaining how
developmental factors relate to pathophysiology
4. Communicate effectively with other health professionals
regarding selected pathophysiological processes, focusing on
using appropriate technical language clarifying technical details of
pathophysiological processes reporting pertinent information
about a patient’s status
Proposed Learning
Outcomes:
By the end of the course, the student will be able to:
1. Access current, reliable information about selected
pathophysiological processes, including cellular adaptation, injury,
and death; inflammation and tissue healing; fluid and electrolyte
imbalances; and physiologic response to stressors.
2. Select and interpret basic focused nursing assessments based
on knowledge of clinical manifestations of and developmental
considerations in selected pathophysiological processes in
patients across the life span.
3. Teach persons from diverse populations regarding selected
pathophysiological processes, focusing on
� explaining how the risk factors relate to specific
pathophysiological processes,
� describing selected pathophysiological processes in
appropriate terms,
� explaining how the signs and symptoms relate to specific
pathophysiological processes,
� explaining which signs and symptoms to report to a health
professional,
� explaining how developmental factors relate to
pathophysiology.
4. Communicate effectively with other health professionals
regarding selected pathophysiological processes, focusing on
� using appropriate technical language,
� clarifying technical details of pathophysiological processes,
� reporting pertinent information about a patient’s status.
Reason for Learning
Outcomes Change:
Changes were made after Feb 09 PCC Curriculum Committee
approval to concur with changes made for consistency of all
consortium schools through the course review process of the
statewide(OCNE)consortium agreement.
Current Prerequisites:
Proposed Prerequisites:
NRS 110
NRS 110/210
Will this impact other
no
43
SACs?,Is there an impact on
other SACs?:
How other SACs may be
impacted:
Will this impact other
Depts/Campuses?,Is there
an impact on another dept or
campus?:
How other Depts/Campuses
will be impacted:
Request Term:
Requested Year:
Contact Name:
Contact E-Mail:
no
winter
2010
Alisa Schneider
[email protected]
44
Curriculum Request Form
Course Revision
Current Course Number:
Current Course Title:
Current Description:
NRS 233
Pathophysiological Processes II
This sequel to Pathophysiological Processes I continues to
explore pathophysiological processes that contribute to disease
states across the lifespan and human responses to those
processes. Students will learn to make selected clinical
decisions in the context of nursing regarding using current,
reliable sources of pathophysiology information, selecting and
interpreting focused nursing assessments based on knowledge
of pathophysiological processes, teaching persons from diverse
populations regarding pathophysiological processes, and
communicating with other health professionals regarding
pathophysiological processes. The course addresses additional
pathophysiological processes not contained in
Pathophysiological Processes I.
Proposed Description:
This sequel to Pathophysiological Processes I continues to
explore pathophysiological processes that contribute to disease
states across the lifespan and human responses to those
processes. Students will learn to make selected clinical
decisions in the context of nursing regarding using current,
reliable sources of pathophysiology information, selecting and
interpreting focused nursing assessments based on knowledge
of pathophysiological processes, teaching persons from diverse
populations regarding pathophysiological processes, and
communicating with other health professionals regarding
pathophysiological processes. The course addresses additional
pathophysiological processes not contained in
Pathophysiological Processes I.
Reason for Description Change: Changes were made after Feb 09 PCC Curriculum Committee
approval to concur with changes made for consistency of all
consortium schools through the course review process of the
statewide(OCNE)consortium agreement.
Current Learning Outcomes:
By the end of the course, the student will be able to:
1. Access and interpret current, reliable information about
selected pathophysiological processes,including reproductive
and neurophysiological processes.
2. Select and interpret focused nursing assessments based on
knowledge of clinical manifestations, developmental
considerations, and potential complications of selected
pathophysiological processes explaining how the risk factors
relate to
3. Teach persons from diverse populations regarding selected
45
Proposed Learning Outcomes:
pathophysiological processes, focusing on specific
pathophysiological processes describing selected
pathophysiological processes in appropriate terms explaining
how the signs and symptoms relate to specific
pathophysiological processes explaining which signs and
symptoms to report to a health professional explaining how
developmental factors relate to pathophysiology, symptom
experience, symptom reporting, and symptom management.
4. Communicate effectively with other health professionals
regarding selected pathophysiological processes, focusing on
using appropriate technical language clarifying technical details
of pathophysiological processes prioritizing and reporting
pertinent information regarding a patient’s status
By the end of the course, the student will be able to:
1. Access and interpret current, reliable information about
selected pathophysiological processes
2. Select and interpret focused nursing assessments based on
knowledge of clinical manifestations, developmental
considerations, and potential complications of selected
pathophysiological processes in patients across the lifespan.
3. Teach persons from diverse populations regarding selected
pathophysiological processes, focusing on explaining how the
risk factors relate to specific pathophysiological
processes;describing selected pathophysiological processes in
appropriate terms; explaining how the signs and symptoms
relate to specific pathophysiological processes; explaining
which signs and symptoms to report to a health professional;
and explaining how developmental factors relate to
pathophysiology, symptom experience, symptom reporting, and
symptom management.
4. Communicate effectively with other health professionals
regarding selected pathophysiological processes, focusing on
using appropriate technical language; clarifying technical
details of pathophysiological processes; and
prioritizing and reporting pertinent information regarding a
patient’s status.
Reason for Learning Outcomes Changes were made after Feb 09 PCC Curriculum Committee
Change:
approval to concur with changes made for consistency of all
consortium schools through the course review process of the
statewide(OCNE)consortium agreement.
Current Prerequisites:
Proposed Prerequisites:
Current
Prerequisites/Concurrent:
46
Proposed
Prerequisites/Concurrent:
Current Corequisites:
Proposed Corequisites:
Will this impact other SACs?,Is
there an impact on other SACs?:
How other SACs may be
impacted:
Will this impact other
Depts/Campuses?,Is there an
impact on another dept or
campus?:
How other Depts/Campuses will
be impacted:
Request Term:
Requested Year:
Contact Name:
Contact E-Mail:
no
no
spring
2010
Alisa Schneider
[email protected]
47
Curriculum Request Form
Course Revision
CHANGE:
Requisites
Current Course Number:
CJA 245
Current Course Title:
Search Warrant Preparation
Current Description:
Covers legal concepts in search warrant preparation and
focuses on learning to draft legal documents comprised of
probable cause statements and judicial orders. Particular
attention is paid to strengthening legal writing and evidence
gathering in preparation for warrant application.
Current Prerequisites:
CJA 100, 111 and WR 121
Proposed Prerequisites:
CJA 210 and WR 227
Will this impact other SACs?,Is no
there an impact on other SACs?:
no
Will this impact other
Depts/Campuses?,Is there an
impact on another dept or
campus?:
Request Term:
fall
Requested Year:
2009
Contact Name:
Jim Parks
Contact E-Mail:
[email protected]
48
Curriculum Request Form
Course Revision
CHANGE:
Course Title,Course Description,Learning Outcomes
Current Course Number:
CS201
Current Course Title:
CS 201 Computer Systems II
Proposed Course Title:
CS 201 Computer Systems
Proposed Transcript Title:
CS 201 Computer Systems
Reason for Title Change:
Required to maintain transferability to PSU.
CS201 was formerly part of a 2-course sequence but will now be
a standalone course, so the Roman number would be irrelevant
and misleading.
Current Description:
Computer Systems II Further introduction to computer systems
from a software perspective. Basic operating system concepts
and calls. Defining, measuring and improving program
performance. The memory hierarchy: storage technologies,
caches, virtual memory, memory allocation techniques.
Recommended: CS 200.
Proposed Description:
Introduce computer systems from a software perspective. Teach
C and assembly language programming and reading skills.
Teach basic systems programming skills and tools. Show how to
measure and improve program performance based on an
understanding of key aspects of machine architecture.
Reason for Description
Required to maintain transferability to PSU.
Change:
Current Learning Outcomes:
On completion of this course students should be able to:
* Software Engineering Process
o Follow the software development process (requirements
analysis, design, implementation, and test) in the development of
small programs.
49
o Employ good software engineering practices such as
incremental development, encapsulation, data integrity checking,
and adherence to style guidelines.
o Create appropriate user interfaces for simple programs.
o Identify and use standard design patterns where appropriate.
* Computer Science Theory
o Understand exceptions and interrupts.
o Understand and use system calls.
o Be able to measure performance and execution time.
o Understand storage technologies and memory hierarchy.
* Technology and Tools
o Effectively use software development tools including libraries,
compilers, editors, linkers and debuggers.
* Communication
o Identify and comprehend technical documentation.
Proposed Learning
Outcomes:
On completion of this course, students should be able to:
* Describe basic computer system organization including the
operating system (processes, files, virtual memory) and the
underlying hardware (CPU, registers, memory hierarchy).
* Describe the compilation system (preprocessing, assembling,
compiling, and linking) and the function of object/executable files
and shared libraries, as well as how basic system utilities such as
debuggers and the “make” utility work.
* Write C programs to illustrate basic systems programming
concepts, including file I/O, system calls, memory management,
exception handling and process management.
* Do arithmetic in hexadecimal, decimal, octal, and binary
notation, and convert among these notations.
* Explain how data types such as integers, characters, floating
point numbers, arrays, pointers, and structures are represented.
* Describe the basic instruction set architecture for the IA32
family (or similar machine), including the arithmetic/logic
instructions, registers, memory model and addressing, and
control instructions.
* Explain how high-level programming constructs such as loops
and stack-based function calls are implemented in underlying
machine code.
* Explain how exceptions, traps, and context switches occur and
how they are handled at the machine level.
* Explain the performance impact of hardware features such as
pipelining, and architecture principles such as memory locality.
* Use profiling and timing facilities to identify performance
bottlenecks in C programs
Required to maintain transferability to PSU.
Reason for Learning
Outcomes Change:
Will this impact other
no
SACs?,Is there an impact on
50
other SACs?:
How other SACs may be
impacted:
Will this impact other
Depts/Campuses?,Is there
an impact on another dept or
campus?:
How other Depts/Campuses
will be impacted:
Request Term:
Requested Year:
Contact Name:
Contact E-Mail:
no
winter
2010
Michael Trigoboff
[email protected]
51
Curriculum Request Form
Course Revision
CHANGE:
Current Course Number:
Current Course Title:
Course Description,Requisites
CAS 208
Begin. Photoshop for the Web
Current Description:
Introduces basic painting and drawing features in Adobe
Photoshop to create and refine graphics for websites. Introduces
basic painting and drawing tools, and export options for the web.
Emphasizes learning the Photoshop interface efficiently.
Recommended: MM 120 and one of the following: CAS 111D or
CAS 111F or CAS 206 or equivalent.
Proposed Description:
Introduces basic painting and drawing features in Adobe
Photoshop to create and refine graphics for websites. Introduces
basic painting and drawing tools, and export options for the web.
Emphasizes learning the Photoshop interface efficiently.
Prerequisite: Any one of CAS111D, CAS111E, CAS206, or
permission of the instructor. Recommended: MM 120.
Reason for Description
Change:
The CAS/OS SAC determined pre-requisites were needed, since
students would be required to have Web page creation and
uploading skills in the first week of this course. Concurrent
enrollment was rejected as unworkable. The SAC approved
these pre-requisites after lengthy discussion.
Current Prerequisites:
Proposed Prerequisites:
None
Any one of CAS111D, CAS111E, CAS206, or permission of the
instructor.
Will this impact other
no
SACs?,Is there an impact on
other SACs?:
How other SACs may be
impacted:
no
Will this impact other
Depts/Campuses?,Is there an
impact on another dept or
campus?:
How other Depts/Campuses
will be impacted:
Request Term:
fall
52
Requested Year:
Contact Name:
Contact E-Mail:
2009
Michael Passalacqua
[email protected]
53
Curriculum Request Form
Contact/Credit Hour Change
Current Course
Number:
Current Course Title:
Lecture Hours:
Lec/Lab Hours:
Total Contact Hours:
Current Credits:
DST 110
Caterpillar Engine Fundamentals
Current
0
120
12
6
Proposed
20
120
14
8
Reason for Change:
Since the inception of the program (3 years) it has been impossible to
cover the curriculum completely in the six (6) credit hours allotted.
After SAC review it was determined that the curriculum would require
the addition of two (2) lecture credit hours.
Are outcomes
affected?:
Are degrees/certs
affected?:
Is there an impact on
other Dept/Campus?:
Impact on
Dept/Campus:
Is there potential
conflict with another
SAC?:
Impact on SACs:
Implem. Term:
Implementation
Year,Implem. Year:
Contact Name:
Contact Email:
NO
No
Select One
no
Select One
Does not apply
Fall
2009
Ishmael Rivas
[email protected]
54
Curriculum Request Form
Contact/Credit Hour Change
Current Course
DST 111
Number:
Current Course Title: Intro to Caterpillar Service Industry
Current
Proposed
Current Lecture
0
30
Hours:
Current Lec/Lab
20
0
Hours:
Total Contact Hours: 2
3
Current Credits:
1
3
Reason for Change: Since the inception of the program (3 years) it has been impossible to
cover the curriculum completely in the one (1) credit hour allotted. After
SAC review it was determined that the class would require the addition of
two (2) lecture credit hours and a change from a lec/lab to a straight
lecture format.
Are outcomes
affected?:
NO
Are degrees/certs
affected?:
Is there an impact on
other
Dept/Campus?:
Impact on
Dept/Campus:
Is there potential
conflict with another
SAC?:
Impact on SACs:
Implem. Term:
Implementation
Year,Implem. Year:
Contact Name:
Contact Email:
No
Select One
Select One
Does not apply
Fall
2009
Ishmael Rivas
[email protected]
55
Curriculum Request Form
Contact/Credit Hour
Current Course
Number:
Current Course
Title:
Current Co-op
Hours:
Total Contact Hours:
Current Credits:
Reason for Change:
Are outcomes
affected?:
Are degrees/certs
affected?:
Is there an impact
on other
Dept/Campus?:
Impact on
Dept/Campus:
Is there potential
conflict with another
SAC?:
Impact on SACs:
Implem. Term:
Implementation
Year,Implem. Year:
Contact Name:
Contact Email:
DST 150
Caterpillar Service Technology Internship
Current
210
Proposed
180
21
7
18
6
We are currently requesting changes to DST 110 and DST 111 and if
approved would add four (4) Credits to our fall term. With a reduction of
one (1) credit from our DST 150 Internship, a class that is repeated four (4)
times over the course of the degree, we would be moving four (4) credits.
After SAC review it was determined that this change would help our
program more efficiently cover some areas in the classroom that are
currently repeated on internship.
NO
No
Select One
Does not apply
Select One
Does not apply
Spring
2009
Ishmael Rivas
[email protected]
56
Curriculum Request Form
Contact/Credit Hour Change
Current Course
Number:
Art 248
Current Course Title: Glass Casting
Lecture Hours:
Lab Hours:
Lec/Lab Hours:
Contact Hours:
Credits:
Reason for Change:
Are outcomes
affected?:
Are degrees/certs
affected?:
Is there an impact on
other Dept/Campus?:
Impact on
Dept/Campus:
Is there potential
conflict with another
SAC?:
Impact on SACs:
Implem. Term:
Implementation
Year,Implem. Year:
Contact Name:
Contact Email:
Current
Proposed
2
0
4
0
0
6
8
6
3
3
Original lec/lab ratio was incorrectly entered. The 2:4 lec:lab split was
taken from a pre-existing CCOG. It should be 6 lec/lab combined, not 2
lec 4 lab, as this results in 8 contact hours/week, an excess of contact
hours for any 3 cr studio arts class.
NO
No
NO
NO
Fall
2009
Mark Andres
[email protected]
57
Curriculum Request Form
Contact/Credit Hour
Current Course Number:
MUS 190
Current Course Title:
Introduction to Piano
Current Proposed
0
1
2
1
4
3
2
2
Error made when creating the class. Should match the other
piano classes, which are lec/lec/lab classes, 2 credits.
NO
No
NO
Current Lecture Hours:
Current Lec/Lab Hours:
Total Contact Hours:
Current Credits:
Reason for Change:
Are outcomes affected?:
Are degrees/certs affected?:
Is there an impact on other
Dept/Campus?:
Impact on Dept/Campus:
Is there potential conflict with
another SAC?:
Impact on SACs:
Implem. Term:
Implementation Year,Implem.
Year:
Contact Name:
Contact Email:
NO
Summer
2009
John Mery
[email protected]